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Elements and Performance Criteria

Required Skills

Required skills

cognitive skills related to effective eassessment to

assess the impact of eassessment

develop differentiated eassessment programs

initiate selfdirected learning and selfassessment

communication skills to

coach and mentor members of work group

conduct projectbased activities

demonstrate effectiveness of eassessment options

initiate and facilitate group discussions

seek feedback on eassessment designs and processes

share ideas and information

planning and organising skills to

assess and develop riskmanagement strategies

develop eassessment strategies for individuals groups and organisations

provide diverse and relevant eassessment options

research skills to review a variety of eassessment methods and their alignment to pedagogical theory and practice learner interests and changing learning styles

teamwork skills to

collect and respond to feedback on eassessment initiatives

develop solutions and resources to support eassessment

monitor individual group and organisation interactions in assessment process

technology skills to

ensure technology infrastructure will support eassessment initiatives

identify and use appropriate eassessment designs and software

undertake webbased eassessment research

use online collaborative tools to support eassessment initiatives

Required knowledge

contemporary policy and approaches to elearning and eassessment

content and requirements of the relevant delivery and eassessment strategies

content of online learning resources and learning materials

contexts where eassessment can be used

design and management of eassessment resources

eassessment options that enhance learning and when to use them

effective learning and assessment principles

range of appropriate teaching learning and assessment strategies and an understanding of eassessment methods

range of learning styles suitable for eassessment

situations and contexts where eassessment can be used

sources and availability of relevant eassessment resources and materials

Evidence Required

The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria required skills and knowledge range statement and the Assessment Guidelines for the Training Package

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the following is essential

knowledge of effective assessment principles

construction of pedagogically sound contextually relevant eassessment strategies and practices

research on theory and practice in relation to eassessment especially where these are enabled by new content solutions and vocational education and training approaches or technologies

Context of and specific resources for assessment

Assessment must ensure

competence is consistently demonstrated over time and over a range and variety of complex situations

access to required eassessment facilities and resources

Method of assessment

A range of eassessment methods should be used to assess practical skills and knowledge Effective eassessment methods should achieve one of more of the following criteria

ejournal entries

direct questioning

review of a portfolio

Guidance information for assessment

Holistic assessment with other units in this qualification

TAEDELA Evaluate implement and use ICTbased educational platforms

TAEDEL801A Evaluate, implement and use ICT-based educational platforms

TAEDELA Use elearning with social media

TAEDEL802A Use e-learning with social media

TAELEDA Implement improved learning practice

TAELED703A Implement improved learning practice

TAELEDA Investigate the application of ICT content knowledge

TAELED802A Investigate the application of ICT content knowledge.

Range Statement

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Understanding learners and their needs may include:	ensuring authentic learner engagement familiarity with e-assessment processes understanding different learning styles, including: activist learners audio learners kinaesthetic learners pragmatic learners reflective learners self-directed learners tactile learners theoretical learners visual learners.
E-assessment may include:	all online – no face-to-face assessment blended – combination of online and face-to-face assessments asynchronous e-assessment synchronous e-assessment automated electronic marking and recording of results cloud-based e-assessment computer-aided assessment computer-based e-assessment computerised adaptive testing computerised classification testing digital stories electronic marking e-portfolios, including video and audio files instructor-led group e-assessment online communication tools online discussion forums online peer assessment online quizzes on-screen testing recorded interviews and discussions self-directed e-assessment simulations and demonstrations social networks video conference based assessment web or virtual room based assessment web-based e-assessment web-based questions.
Required skills and knowledge may include:	ability to ensure adequate technical support for e-assessment processes ability to understand and manage security measures required for authentic e-assessment awareness of workplace and regulatory requirements familiarity with and skilled use of e-assessment systems and delivery platforms understanding of the principles of fair, flexible, valid and reliable assessment.
Authenticity may involve:	developing e-assessment tasks that are fair, flexible, valid and reliable ensuring candidates understand and are able to participate fully in e-assessment processes ensuring e-assessment evidence is appropriate for the given context informing candidates of relevant e-assessment learning criteria providing a range of e-assessments that support continuous competency development allowing candidates to question e-assessment results and, if necessary, be reassessed.
Validating may include:	checking that e-assessment tools have produced valid, reliable, sufficient, current and authentic evidence to enable reasonable judgements to be made as to whether course requirements have been met making recommendations for future improvement to e-assessment tools and processes setting up and conducting quality review processes.